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Jcu pearls pres

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  • 1. P E A R L S of W i S T E M . . .
  • 2. P E A R L S of W i S T E M Project Overview . . .
  • 3. PEARLS of WiSTEM
    • PEARLS =
      • Performance-based Education of Aviation and Real-Life Stories of
    • WiSTEM =
      • Women in Science, Technology, Engineering and Mathematics
  • 4. Goals
    • To promote young womens interest in STEM-based careers through an early, positive exposure to ISE and science-inquiry through performance-based learning and the production of digital-media performances
  • 5. Goals
    • To investigate whether an innovative model of media-production, in which inter-generational, inter-disciplinary teams of young women collaborate with STEM-professionals, education-practitioners, and media personnel can significantly increase the amount of high-quality ISE-media available to, and viewed by, grades 5-9 youths (with special emphasis on underrepresented youths)
  • 6. What influences an individual to choose a STEM-based career?
    • Early influence is most important
      • Interest should be captured by grades 7-9
      • Pre-college factors have most impact
      • Competitive colleges may actually discourage interest
      • Girls often lose interest by high school
  • 7. What influences an individual to choose a STEM-based career?
    • Perceived intrinsic value of a profession
    • Enjoyment of job
    • Opportunity for individual responsibility to contribute to society
    • Early and rewarding exposure to profession
  • 8. What pre-college, informal setting is most appealing to young women?
    • Performance-based inquiry or interactive-drama
      • Increases student engagement
      • Promotes long-lasting learning
      • Builds higher-order thinking skills
      • Develops individual student accountability
  • 9. What pre-college, informal setting is most appealing to young women?
    • Performance-based inquiry or interactive-drama because it emphasizes:
      • Group-learning
      • The forming of friendships
      • The arts
      • Self-expression
      • Literary modalities
  • 10. How can teachers create these positive experiences?
    • Problem-Based Learning and Learning-by-Design (LBD)
      • Work on open-ended problems
      • Attempt to solve these problems in cooperative work groups
  • 11. How can teachers create these positive experiences?
    • Critical components:
      • Ill-structured problem is presented
      • The problem-solving is student-centered with teacher facilitation
      • Learning occurs in small groups
      • Information is acquired through self-directed study
  • 12. Theoretical Framework
  • 13. Action Plan - Overview
    • Phase 1: Recruiting and Retaining Volunteers
    • Phase 2: Team Formation and Design of Deliverables
    • Phase 3: Production of Deliverables
    • Phase 4: Evaluation and Dissemination

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